Misconceptions

Montessori is too structured. It doesn't allow for the child's freedom and creativity.

The Montessori environment is one in which the child has the freedom to work with materials of his or her own choosing. The materials are to be used in respectful ways, not to be played with carelessly.

The Montessori Method isn't structured enough for my child.

Parents are sometimes told that their LD or otherwise labelled child shouldn't be in a Montessori program because it is too open and the child needs direct teaching. The Montessori Method does not negate direct teaching when required by the child. The entire method is focused on the child and his or her capacities. A director or directress properly following the method will direct a child as much as is necessary. (This does not mean that every teacher will be prepared to do so, but that it is not the fault of the Montessori Method.) Another aspect that seems advantageous to a child who needs direction is that a Montessori classroom is a multi-age group. There are plenty of little teachers available when the teacher may not be.

Montessori lets kids do whatever they want.

Not at all. The children have freedom to do what is right within a prepared environment. While there is a wealth of activities available, the child eventually has to choose among what is available.  Also, the child is given only as much freedom as he or she can handle. The directress is there to guide the children as needed, be it in directing towards work or in stopping disturbing behaviour. This sort of freedom allows them to follow their needs and interests, as well as being self-reliant and confident, which encourages a healthy self-concept.

Maria Montessori was against fantasy; she didn't believe in letting kids be creative.

Maria Montessori was not against fantasy and creativity for young children. What she did observe was that young children were at a stage in life of huge development and to be participating in the here and now was what they needed most. Some fantasy time was not necessarily harmful, just as for adults, some sort of diversion isn't harmful. But she was concerned about children who spent considerable time fantasizing, especially those who were unable to NOT fantasize. She also found time and time again in her classes that the children would leave toys and fantasy aside, of their own volition, when provided with suitable real-life activities that fulfilled their inner needs. This concurs with Paula Polk Lillard's experience as described in her book Montessori in the Classroom: A Teacher's Account of How Children Really Learn. Every year, she started her class with one box of toys the children could choose from, plus the prepared Montessori environment. Within a matter of weeks, the toybox became untouched.

As for creativity, children at the 0-6 level (meaning, ages 0-6) do best being creative with real things. They may not be allowed to use the materials in any way they see fit, just as an adult is not allowed to use a car in any way he or she sees fit, but there is opportunity for creativity and more importantly, there is the development of the senses at the 3-6 level that will be the foundations of higher creativity later on. At the 6-12 level, the children are simply at a different stage of development and imagination; creativity and fantasy are non-issues.

Montessori doesn't allow the children to play; they spend all their time working.

The children at the 3-6 level do not really distinguish between work and play. Their work in the Montessori classroom is their play--they are enjoying themselves and interacting with others.

Montessori discourages children from working together.

At the 3-6 level, children will often want to work alone. As long as they are not disruptive, they are allowed to work together. (This may vary depending on the preschool, but Maria Montessori certainly did not intend for the children to isolate themselves from everybody when working.) At the 6-9 and 9-12 level, they often work together in small groups. There is nothing about the 3-6 level that would discourage working together later on. The children at the 3-6 level simply are not the same!

Montessori pushes academics on children before they are really ready.

Anyone truly adhering to the Montessori method would NEVER push a child towards something. Children at the 3-6 level do begin reading and writing and doing mathematics with concrete materials. They do so not because the teacher forces them, but because there are materials in the environment that interest them and allow them to learn these things. It is worth noting that Maria Montessori was originally very against teaching young children to read. She believed they simply couldn't do it and it was detrimental to them to attempt it. It was the children, after some time, who began asking her to teach them to read. She soon discovered that using specifically made materials, the children were both reading and writing usually by age 5. The children proved her wrong.

Children in early Montessori schools were taught to sweep and clean as training for becoming servant girls when they got older.

There are many misconceptions concerning Practical Life activities and children have actually been pulled from Montessori schools after parents observed them participating in activities such as making lunch, scrubbing steps and so on. Children participate in these activities because they want to. Any parent knows that children love to imitate, want to participate in household chore and work beside you.  The Montessori Method gives them the chance to do so!

Further Research

The Montessori Method is a well researched, proven method for expanding our young ones' minds and instilling in them skills that will benefit them for the rest of their lives. For further research on the Montessori Method, please see the North American Montessori Teachers' Association Website.